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Abstract of the lesson money preparatory group. Synopsis of the GCD in the preparatory group for financial literacy “Money. Coin. Banknote. A plastic card. Preparatory group on the topic
Summary of classes in economics in preparatory group"First Steps in Economics".
Tasks:
To acquaint children with the "bank", as with an institution where money is stored.
To acquaint children with the concept of "budget", the constituent elements of the family budget;
To cultivate a culture of behavior, the ability to spend money economically and rationally;
To teach children to identify sources of income and expenses, to establish the relationship between income and family expenses;
Integration: cognition, communication, reading fiction, safety.
Lesson progress:
1.Pinocchio is walking with a bag of money.
caregiver: Pinocchio, where are you going?
Pinocchio: I'm going to the "country of Fools", there is a field of miracles, I want to bury money in the ground there, so that in the morning a tree will grow, hung with gold coins.
caregiver: Is Pinocchio right? If you bury money, will it grow? And what will happen to them?
Educator: What needs to be done to save money? Where to store?
Children's answers: Take it to the bank and keep it there.
viewing part of the cartoon "lessons of Aunt Owl" (what is a bank).
Educator: Well, what, Pinocchio, did you understand what a bank is and what it is for?
Pinocchio goes to a fairy-tale land and approaches the stand - the bank. coming out bank clerk:
We opened a bank in the forest today,
I invite everyone to the bank.
I will not deceive clients
And save money in the bank!
An employee accepts money from Pinocchio. Issues a receipt.
Music sounds. pops up wolf:
I know you like to work
I know you have money
I'm not good at working
I'll get sick at the same time.
I love money money
But I don't want to work.
Work is not up to me
I'm losing weight from her
I'd rather take the money
I'll put them in a big bag
And I will live and live
Until I'm old.
Aha! Scared?! Tremble?!
Open your wallets
Give money!
The kids are in charge: But we don't have them!
Wolf: So I believed you! You work in the kindergarten from morning to evening. And you probably get paid. Ah, I know who exactly has money. Turning to Pinocchio: Give your money here.
Children: And he has all the money in the bank!
Wolf: Where? Where? Well, I'll find this jar in an instant! And what is it - iron or plastic? Big or very big?
Children explain to the wolf that a bank is an institution where money is kept.
Wolf:
Children, forgive me
Get a job at the bank
I will guard the bank
Protect your money from robbers!
(The teacher invites the children to take the wolf as a guard).
Physical education minute
We found a rich treasure (depict digging)
Everyone puts it very happy, (smile to each other)
We began to think, how should we be? (head turns)
How can we share the treasure? (hands to the side)
To have enough for all friends, we divide exactly in half.
1. Educator: Do you know what money is and what they are called? (Coins and banknotes) Where does money come from? Let's remember the fairy tale about the "turnip":
we tell the tale "Turnip" from the point of view of economic concepts and at the same time money appears on the model of the family budget (on the easel).
This family has a grandfather and grandmother. They are old and do not work. Grandfather and grandmother receive a pension. Retirement is money. Pensions are paid to older people who have worked for many years. The granddaughter is studying and for her work (study is also work) she receives a scholarship. A scholarship is also money. Dog, cat, mouse live with grandparents. They do not work and do not receive any money. Mom and dad and brother live in the city. Dad works in a construction company and receives a salary for his work. Salary is money received for work. Salary is the salary for the month (week, day). Mom also works at a confectionery factory and receives a salary. But the brother is still small, he goes to kindergarten and does not earn anything yet. The model is gradually filled with cards, and the children clearly see the components of the budget of this family.
Viewing part of the cartoon "Lessons of Aunt Owl" ( family budget).
2. Educator: And now I suggest you go to the lake of riddles (there are fish with riddles in the hoop, the children take turns catching fish) hold the bait tight, quickly catch the fish and name the answer.
1. Everyone happens in this company,
The form is first filled
Make payments to the cashier.
What company, please? (Bank.)
2. From which device
Is everyone getting paid? (ATM.)
3. To store your income
For pocket expenses
I need a pig
The one with the hole in the back. (Piggy bank.)
4. The product must have
Definitely… (Price)
5. Coat of arms and numbers in the ranks
Stand on opposite sides (coin)
6. Both a doctor and an acrobat
Issued for work. (salary)
7. Without me, there is no ruble,
Even though I'm small.
Get me a hundred pieces -
Here is the ruble, dear friend. (Penny)
Municipal budgetary preschool educational institution "Kindergarten No. 79"
Summary of the lesson on the topic
"Money"
Type of activity "Cognition of the objective and social world" according to the exemplary OOP DO "Childhood", ed. T . AND . Babaeva A. G . Gogoberidze, O. AT . Solntseva
Developed by:
Bykova Anastasia Germanovna,
educator
Biysk - 2014
Explanatory note
The abstract was compiled to help the educator put into practice the content of the work in accordance with the Federal State Educational Standard.
This summary of the lesson on the topic “Money” was developed and conducted in a preparatory group for school as part of the implementation of the BEP DO, compiled taking into account the approximate educational program"Childhood" edited by T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva.
Integration of educational areas : Cognitive development, Social and communicative development, Speech development, Artistic and aesthetic and Physical development.
Lesson in the preparatory school group in economics.
Theme: "Money".
Target : creation of conditions for an active study of the topic, the formation of children's ideas about money as a universal means of exchange.
Tasks:
To form in children an understanding that each product has its own price, ideas about the variety of banknotes in different countries. To form an idea of the importance of work as a way of making money. To consolidate knowledge of fairy tales about money, the ability to solve economic tasks.
Develop the ability to reason, imaginative thinking. To develop speech activity, communication skills, the ability to perform an operation on significant economic grounds. Develop teamwork skills by interacting with peers and adults. To form the integrative qualities of older preschoolers - inquisitive, active, emotionally responsive, mastered the means of communication and ways of interacting with adults and peers, able to plan their actions based on primary value ideas, able to solve intellectual problems adequate to age, having primary ideas about themselves, having mastered universal prerequisites learning activities(ability to work according to the rule and model, listen to instructions and follow them).
Cultivate respect for each other. Cultivate independence in statements, when answering questions; a sense of mutual assistance and a desire to help a friend, the ability to negotiate, working in small groups.
materials : a diagram-map depicting the place where it lies and tasks for finding it. A box with banknotes, blanks of A5 sheets and colored pencils, a wallet, a plastic card, mathematical task charts. Cards with the words: health, friendship, sun, conscience, toys, shoes, fish.
Preliminary work:
Reading and discussion of Russian folk and author's tales about money:
K. I. Chukovsky “Fly - clatter”, A. N. Tolstoy “The Adventure of Pinocchio”, take Grimm “A Profitable Business”, G.-Kh. Andersen "Flint" and "Silver Coin", Russian folk tale"Smart worker";
Solving logical problems, economic problems in mathematics;
Acquaintance of children with banknotes and coins;
Plot - role-playing games "Grocery store", "Mail";
Didactic games: "Guess the name", "Finish the sentence", "Find the extra", "Choose the correct sentence."
Organization of educational activities:
Structural
element
caregiver: Reads task number 1: in order to get one step closer to the treasured treasure, remember as many fairy tales as possible that talk about money ...
Educator:
Gives a positive assessment of the children's answers - for their erudition and good knowledge of fairy tales.
Reads the following instructions on the map: from the place where you are, take 7 steps straight, there the next task awaits you.
Educator: Invites one of the children to read task number 2.
Educator:
He thanks the children for their quick wits and offers to look at the map to determine the further movement.
Educator: Reads the following map directions: From where you are, take 8 steps forward and turn right. You have task number 3 in front of you.
Educator: Invites one of the children to read task number 3.
Educator: Introduces children to the conditions of tasks for each of the groups:
Task for the 1st group:
Mom gave Katya 4 rubles and Dima 4 rubles. Can the guys buy pencils at a price of 10 rubles? Why?
Educator:
Task for the 2nd group:
Olya had such coins: 5 rubles, 2 rubles, 1 ruble. She bought a pyramid for 5 rubles. How many rubles does Olya have left?
Educator: Praises the children for their ability to work quickly and clearly in groups and gives further instructions for completing the last tasks: from where you are, take 4 steps to the left and 5 steps forward.
Children's answers: K. I. Chukovsky “Fly-Tsokotuha”, A. N. Tolstoy “The Adventures of Pinocchio”, the Brothers Grimm “A Profitable Business”, G. -Kh. Andersen “Silver Coin”, “Flint”, Georgian fairy tale “Earned ruble”, Russian folk tale “A penny of glitter.
Follow the instructions of the teacher and find the second task.
The child reads the task: task number 2 “Find the extra”: there are 5 items in front of you, tell me what economic sign unites them and what items are superfluous (100 rubles, a coin of 50 kopecks, a wallet, a plastic credit card).
Children's answers: 100 rubles, 1 dollar, a coin (50 kopecks) and a plastic credit card are united by the “Money” category, and a wallet will be superfluous here, since they cannot be paid in the store.
Children: consider the map and determine the further trajectory of movement on the way to finding the treasure.
Children: follow the directions and move on to the next task.
The child reads the task: Task number 3 - solve economic problems, and you will get even closer to the treasured treasure (to complete this task, split into two groups).
Children: independently divided into two equal, according to the number of participants, groups and consider task maps.
Children answer:
No, because Katya and Dima have only 8 rubles together (4 + 4 = 8, and they lack 2 rubles to buy pencils (10-8 = 2) .
Children's answer:
Olya has 3 rubles left (2+1=3) because she spent 5 rubles on the pyramid.
Educator:
Gives a positive assessment of the children's answers for the ability to work quickly and clearly in groups and gives further instructions for completing the last tasks: from where you are, take 2 steps to the right and 3 steps forward.
Educator:
Reads task number 4- in front of you are cards with words, select those that cannot be bought for money (sweets, health, toys, friendship, sun, shoes, fish, conscience).
Educator:
He praises the children and says that it was friendship that helped them cope with all the trials and find the treasure.
Educator:
Tells about the existence of various banknotes and coins in modern world. Introduces children to the names of money from other countries.
Educator:
Ask the children what is money?
educator, summarizing the answers of the children, leads to the definition: money is a means of exchange permitted by the state.
Educator: the state can be called each individual country with its own power and order. America is a state? Russia is a state? China is also a state:
So, in each state, their own money is allowed: for example, in Germany Euro Egypt Pound US Dollar Thailand Baht Russian RubleEducator: Invites children to come up with and draw money that can be used in role-playing games.
Educator: organizes an exhibition of children's works and thanks the children for the exciting treasure hunt.
Children clearly follow the instructions of the teacher and come to the magnetic board on which the last task is located.
Children's answers:
Money cannot buy: the sun, health, conscience, friendship...
Children: find a box with banknotes and coins from various countries of the world, and examine them.
Children: listening to the teacher's story.
Children's answers:
money is paper sheets, they are called banknotes, and coins that we give in the store in exchange for any goods.
Children:(ask the teacher a question)
What does "government approved" mean?
Children: Yes.
Children: independently come up with names for money (“Asterisks”, because our group is called “Asterisks”, which will be used in the group and draw them).
Training and metodology complex
Volchkova, V. N. Abstracts of classes in the senior group of kindergarten. Mathematics: textbook. - method. A manual for educators and methodologists of preschool educational institutions / V. N. Volchkova, N. V. Stepanova. - Voronezh: TC "Teacher", 2004. - 91s.
Golitsyna, N. S. Perspective planning of the educational process in a preschool institution. Senior group / N.S. Golitsyna.- M.: Scriptorium 2003, 2007. - 32 p.
Childhood: an approximate basic general education program preschool education / T.I. Babaeva, A.G. Gogoberidze, Z.A. Mikhailova and others - St. Petersburg: LLC "Publishing house" Childhood - Press ", 2013. - 528p.
Epaneshnikova, T. P. Preschooler in the world of economics. - St. Petersburg: PUBLISHING HOUSE "CHILDHOOD - PRESS", 2013. - 176p. - Volgograd: Teacher, 2008. - 169 p.
Kireeva, L. G. Playing the economy: complex classes, plot-role-playing and didactic games / ed. Comp. L.G. Kireeva.
Analysis of the lesson
The purpose and objectives of this lesson correspond to program requirements, age characteristics and the level of preparedness of children.
The educational work of this lesson contributes to the inclusion of the child in the search. In the process of searching, she led the children to the right idea - she made the children themselves express what is required in this situation. Thus, they built a plan for further action and agreed on ways to solve the information received. Rapid orientation in space by children contributed to the development of associative thinking and creativity. During the collection of material, the guys worked both individually and in groups, moved around the group as indicated in the tasks, which introduced an element of unusualness into the work process. Accompanying the search, I tried not to give direct instructions, not to do for them what they coped with on their own. Analyzing the collected information and summarizing the material, we looked and reasoned: what interesting things did we learn? What new can we tell others based on the results of the study? In order to enhance the significance of the search and make the game situation more concentrated, various tasks of varying difficulty were used. The activity of children in the process of discussing the task, the questions asked contributed to the development of critical thinking.
Throughout the lesson, the children were interested and active, because. activities were varied. The relationship between the children was friendly, they knew how to find the right solution, coordinated actions, working in a group. The game situation helped to maintain children's interest throughout the lesson.
At the end of the lesson, a reflection was held. This made it possible to know
Is it difficult to be looking for treasure.
Abstract of a lesson on the development of speech
Topic: “Journey into the past of money. Money, what are they?
(preparatory group for school)
Tasks:
- To give children an idea about the monetary unit.
- To give children the idea that money is a universal and convenient medium of exchange.
- Teach children to understand the purpose of money.
- To acquaint children with the monetary units of various states.
- Teach children how to solve economic problems.
- Practice counting with kids.
- Develop children's interest in the past of the subject.
- Develop children's imagination.
- Develop coherent speech in children.
- To develop in children attention, thinking.
- Cultivate a caring attitude towards money.
- Raise respect for the work of adults.
Preliminary work:
- Conversation on the topic: "The life of people in different states of the world."
- Excursion to accounting.
- Reading fiction: L. Knysheva "Economy for kids, or how Misha became a businessman"; L. Tolstoy "The Adventures of Pinocchio".
Material:
- Samples of banknotes in a box
- Morphological table
- Scheme-map
- Dolls: Economy gnome, Cinderella
Lesson progress:
The group includes the dwarf Economy and Cinderella. They greet everyone.
Dwarf:
Guys, help Cinderella. She went to visit you and found some kind of plan. She can't figure it out.
Children look at the plan and understand that this is the plan where the treasure is buried. Children carefully examine the plan map and begin to search for the treasure. Children find a treasure - a box with banknotes. They open the box and examine the contents along with the characters.
Cinderella:
What's this? Why are they needed?
Children:
This is money. They are needed to pay for purchases. You can buy anything with them.
Dwarf:
That's right, children. And now I will tell you the story of how money appeared. Money has been around for a long time.
Have been born for a long time
They have one purpose;
In the store you take
Anything you want
Just go to the checkout
And, of course, pay.
How do you think people paid when there was no money yet?
Children:
Maybe pebbles, sticks?
Dwarf:
Ancient people really paid with pebbles, later with shells. They were collected on a string, like beads. And before that, people just exchanged goods for goods. For example; bull on two axes. Do you think it was convenient to use such a calculation?
Children:
Not really.
Dwarf:
Can you imagine it's coming ancient man to the store, and under his arm holds a bull or a cow. It's comfortable? Why?
Children:
This is inconvenient because they take up a lot of space. They cannot be put in your pocket like paper or metal money.
Dwarf:
That's right guys. And then imagine a picture: a person wants to change a mammoth for a spear. And how many copies can you give for a mammoth? How to think, and even convey this mammoth, it's hard. Or a person wants to exchange eggs for a skin, he needs 10 eggs, while he was walking he broke two, and for 8 eggs they don’t give a skin. Again, not convenient. Primitive people began to think, thought and understood that they needed a common medium of exchange. First there were shells. Metal money appeared later. But they were also not very comfortable, heavy and took up a lot of space. And finally, man invented paper money. And what kind of money do we use now?
The dwarf listens to the children's answers.
Dwarf:
What do you think is more convenient to use? Why?
Children:
Paper money, as it takes up little space and is lighter than metal money.
Dwarf:
So, money is a means of exchange permitted by the state and the law.
Cinderella:
What does “permitted by law” mean?
Children answer Cinderella.
Dwarf:
It's very simple: try it, draw a ruble. For such a piece of paper you will not buy anything, because the law allows you to use only money issued by the state. Anyone who prints or draws banknotes himself is called a counterfeiter. Such people are punished. If you look closely at the banknote, you can see the inscription "Ticket of the Bank of Russia." Cinderella, do you remember what money is?
Cinderella:
Paper and metal.
Dwarf:
Let's look at the table, "What are the types of money?" and remember her
Didactic game"Good - bad" (to consolidate children's knowledge about money):
A lot of money - okay?
Is a lot of money bad?
Is being rich good?
Is being rich bad?
Cinderella:
I learned a lot about money. And I have a task for you. Choose what you can't buy and explain your answer.
Cinderella shows a poster with pictures. Children watch, discuss and respond.
Pictures: TV, sun, country house, sweets, rain, apartment, wind, toys, mountains, a boy with a girl, etc. Individual use of cards is possible. Then a joint discussion.
Dwarf:
I suggest you solve problems.
- Mom gave Masha 3 rubles and Denis gave 5 rubles. Can children buy felt-tip pens for 10 rubles? Explain why.
- If a notebook costs 2 rubles, and a book costs 7 rubles more, then how much does the book cost?
- What do you think, which clothes are more expensive winter or summer? Why?
- Whose shoes do you think are more expensive than mother's or daughter's? Why?
Well done you did your job.
Cinderella:
Thank you guys I learned so much today.
Educator:
Guys, let's draw money for our store. But you and I know that this money is not real, but for the game.
Dwarf:
And next time Cinderella and I will come to you for shopping in your store. Until then, goodbye.
Cinderella and the dwarf leave.
Children with a teacher "make" money to play in the store.
Municipal budgetary preschool educational institution
Kindergarten general developmental species No. 24 "Rainbow", Tuapse
MO Tuapse district
Abstract of a lesson in mathematicsin
Preparatory group on the topic:
"Economic Kaleidoscope"
Educator:
Vasilyeva Irina Vitalievna
Target:
Introduce children to the history of the monetary units of the countries of the world;
Cultivate the right attitude towards money; economic thinking, introduce the elements of economic concepts;
To acquaint with some components of the family budget: salary, scholarship, pension, to cultivate a respectful attitude towards working people;
Stimulate the creative activity of children, develop the ability to work together;
Develop logical thinking, to replenish the active stock, the ability to draw conclusions based on experience.
Equipment:
Pictures with images of working people (mother is a doctor; father is a driver; sister is a student; grandmother, grandfather are pensioners; brother is a preschooler);
Cards with the image of money;
flannelgraph with picture stones;
Coins of different denominations, scissors, silver foil, golden bronze foil, simple pencils, paper.
Lesson plan:
History of money;
Proverbs, sayings about money (the game "I will start, and you continue" with the ball);
Game "Introduction to family budgeting";
Making money.
Lesson progress
1. Leading: As without hands - without coins,
There is no purchase without coins.
For a long time the coin is made of metal,
This wealth of people is not enough.
Today, guys, we will have a conversation about ... what do you think about?
(show, guess)
That's right, money. Let's talk a little about their history. (interactive board)
History of money
No one knows when money was invented. But about a few thousand years ago, people did not know what money was: they simply exchanged various objects with each other. The first money was not like what exists now. Just imagine that somewhere money was considered: bird feathers, grain, salt, tobacco, dried fish, cocoa beans, animal skins. Let's take a look:
STONE MONEY - a stone disk - a small copy of coins. And there were such specimens that reached 4 meters in diameter (the height of a two-story house).
AX MONEY - The Indians used cocoa beans and small copper axes for payments.
ETHIOPIC SALT BARS - used in Ethiopia, so that they do not break, they are covered with reeds.
MONEY FEATHERS - this money is made of thin red feathers tied with plant fibers. The brighter the feathers, the more valuable.
COWRY SHELLS were used in China for about 3500 years, then they served in other countries: India, Thailand, Africa. The shells are shiny, light, durable, the size of a hazelnut.
FIRST COINS - made of gold, silver, appeared in the kingdom of Lydia (Turkey). The emblems of the places of manufacture were often depicted on the coins: a lion - Asia Minor, a cuttlefish - Chios, a vase - Andros, a tortoise - Aegina, a beetle - Athens. The experience of making coins was successful and soon spread to Europe. Some countries made coins from iron, they were equated with precious metals. The first paper money began to be printed in China - it was just pieces of paper. In Russia in the 19th-20th centuries. coinage appeared, and later paper money under Catherine II, were made from old palace napkins and tablecloths.
2. Presenter: The game "I will start, and you continue."
Guys, remember, we have learned proverbs about money. Let's remember them again.
A bargain is a bargain.
Time is money.
He has money and chickens do not peck.
You can't buy brains with money.
Without money, sleep is stronger.
Do not brag about money - brag about goodness.
There is a penny - there will be rye.
There is no ruble without a penny.
A penny saves a ruble.
Where they work, it is dense, but in a lazy house it is always empty.
Game Family - "Economists"
Guys, today we will learn how to make a family budget. Do you know what a budget is? is the money your family members earn and spend. Today we will meet the family of economists.
Dad is an economist. He works, where are the guys? ... (builder) And he receives a salary for his work.
Vanya, go put a picture of dad in the pocket, and Sasha put money in the circle.
Mom is also an economist. Works by whom?….(doctor) She also gets what? Salary. What does she get paid for? - for your work.
The family has a grandfather who is an economist and a grandmother who is an economist. They are old and don't work. Grandfather and grandmother receive a pension.
A pension is money that is paid to older people who have worked for many years before.
My sister and brother are economists, they study and receive a scholarship for their studies (work).
A scholarship is also money. This is the reward for good academic performance.
Brother - goes to kindergarten, he does not receive any money. But the elders, for their money, sometimes buy him sweets and toys.
Here we have the main income of the family. The budget is salary, pension, stipend. What is the money received for? For work! Just like that, money is not given to anyone.
Let's calculate how much money is in the family budget?
But this month, dad worked very well and received a bonus. The premium is money received in addition to wages for special achievements in work.
Has family income increased or decreased?
Guys, everyone understands what a budget is? Yes, this is a salary, the income of all family members.
Educator:
To consume food
In fashionable outfits to flaunt,
To eat and drink deliciously
All this is needed ... (buy)
(knock on the door, the gnome enters - economy)
Dwarf:
To you from the crack under the window,
I went out a gnome - economy.
In a cap and in shoes,
In a blue robe to toe ...
And in the pockets for the guys,
Tools for work-
We will do something with you.
Educator: - guys, do you know how they pay in the store? (money) real? (Yes).
But you and I cannot make real money, so we will have toy money. But how to make toy money correctly, from what material, how to work economically and without spending a lot of effort in their manufacture, the gnome - economy will tell us.
Dwarf: - I brought you a magic chest, and in it - everything you need to make coins.
Practical part
Looking at real coins. Comparison, identification of features of color, size;
Dividing children into subgroups - one sheets of paper, pencils, scissors, the other - foil, scissors;
Showing the gnome - the educator of the order of making "coins";
A) put a sheet of paper on the coin, and carefully shade the circle along the contour of the coin with a pencil;
B) put the foil on the coin, mint and cut along the contour;
Let the children make their own coins (hatching, chasing) with help. Educator and gnome.
Oh, what good fellows you are! Everyone got wonderful "coins".
Dwarf: You all did a wonderful job and I will pay for your work with these delicious, magical, chocolate “coins”.
Summary of the lesson in the preparatory group on the topic"Introduction to Money"
Baikalova Nadezhda, Krasnoyarsk MBDOU No. 63
Target: To consolidate with children the role of money in everyday life. Teaching children to solve arithmetic problems. Teaching children to compare numbers (using coins).
Tasks: Introduce children to money and its purpose.
Solve and leave problems using coins.
Practice orientation on a sheet of paper.
Expand vocabulary: money, ruble, coin, bill, etc.
Activities: Communicative, game, motor.
Materials: Money - coins with a denomination of 1,2,5 rubles; banknotes in denominations of 10 and 50 rubles, kopecks.
1 part
Educator: Pinocchio came to our kindergarten today. He is very upset. Because he lost one thing he really needed. And what, now we find out. Let's open notebooks, put a dot at the intersection of lines (graphic dictation)
Teacher: Let's see what we got. Children: Key.
Educator: That's right, the key, but let's think about which door this key can fit. (Children's answers) This is the key to the door, which is located in Papa Carlo's closet.
Fizminutka:
We eyes a moment, a moment (blink eyes)
We shoulders chick, chick (moving shoulders up)
One there, two here (hands on the belt turns to the right, to the left)
turn around you
Sit up, sit down
All raised their hands to the top
One, two, one, two
It's time for us to get busy.
2 part.
Conversation with children:
Which adults in your family work?
Who do they work?
What do adults get for their work?
What is money?
Why is money needed?
Let's look at coins and banknotes. Let's compare them and say how they are similar and how they differ? On one side of the banknote its value is indicated (there are numbers), and on the other side - the coat of arms of our country. What is on the sides of both banknotes and coins (children's answers).
Money differs in the material from which they are made. Banknotes are printed and coins are stamped from metal. Coins are made from different metals, and banknotes are printed in different colors.
Educator: And now we will go to the store. We need to do some shopping. In front of us on the showcase are products: bread, yogurt, cucumber, cabbage, etc.
3 Part. Compilation of tasks.
1. Mom gave Vanya ten rubles and asked him to buy bread for 2 rubles and yogurt for 7 rubles. How much money did Vanya spend? And how much does he have left? (children's answers) Drawing up tasks by children on their own. Answers on the board.
2. A bun costs 3 rubles, and a gingerbread costs 5 rubles. How much does a bun and gingerbread cost together?
4 part. Game "Answer"
How to play: Throw the ball and askthe child has different questions, and let him answer. Then switch roles.
Note . Choose questions that are simple and funny, such as “Does a cat have five tails? How many ears do two mice have? Can dogs fly? Does Santa Claus have a green coat? How many wings do birds have? How many wheels does the car have?
Summarizing.
What have we been doing today? What have you learned?(children's answers)
On the topic: methodological developments, presentations and notes
Summary of an open lesson in a group preparatory to school Summary of an open lesson in a group preparatory to school Summary of a lesson in a preparatory group of a teacher-psychologist with hearing-impaired children
Date: February 21, 2012 Participants: children of the preparatory group Conducted by: teacher-psychologist Panova M.M. Purpose: to contribute to the formation ...
Integrated complex lesson in the first junior group "Journey to a fairy tale" Integrated complex lesson in the first junior group "Journey to a fairy tale" Integrated complex lesson in the first junior group "Journey to a fairy tale"
Goal: Remind children of the content of a familiar fairy tale, encourage them to pronounce and repeat individual words and phrases after the teacher, cultivate a love for fiction. Tasks: ...
Scenarios of festive concerts for Mother's Day (for middle group, senior group and preparatory group)
Every year in autumn, namely in November, the whole world celebrates the wonderful holiday of Mother's Day. Mom is the closest and dearest person who will always understand and support. These little scripts...
